Self Assessment:
Chapter 8 discusses standard number 8, Leadership and Vision. In this chapter they discuss how we as technology leaders need to manage technical responsibilities and projects (Williamson & Redish, 2009). In order to make our visions realities we need to lead others in creating a research based vision and develop a strategic long range plan to accomplish that vision. One thing about this chapter that stuck out is that standard 7 is incomplete if you don't have standard 8. Being able to perform standard 7 is incomplete without focusing on the ability of technologists. As technology leaders and leaders we need to be sure that we inspire our people to create, establish, and accomplish common goals. Communicating research and principles for implementing technology is an important skill for a technology leader, one that must be done with finesse and a general understanding of how digital immigrants (Prensky, Sept. /Oct. 2001) think about venturing into the unknown with technology. Some of the technology vision challenges are that sometimes it is hard for stakeholders to imagine how technology can support educational goals. This makes the facilitators job a little harder. They must re-focus direction and provide data rich and research based proof for those who are resistant to the educational transformation. Facilitators and leaders must provide models to those stakeholders, and immerse them into technology rich environments. Leaders and facilitators should create a Long Term Technology Plan that includes a vision for the future of technology use and be focused on student learning, a description of what should be done for this implementation, and an action plan that includes goals and strategies. Finally, an evaluation plan should be enclosed as well. Exemplary technology plans should be focused on student learning. They should be grounded in research, aligned to content and strategies, comprehensive, simple and clear. They should be useful and achievable, measureable and logical. This is how any plan should be thought out. It would be a waste of time for a technology plan to not be thought out and have no purpose. Teachers and students would not learn or utilize it properly.
Learn as Learner:
In reading this chapter and exploring the resources I found that according to Lemke and Coughlin, 1998, there are certain questions that a leader must ask themselves in the 4 system capacity of vision, leadership and planning, ensuring capacity, and system thinking. This is one of the 7 dimensions of an educator’s progress. Many questions that are discussed in this 4 system capacity are the ones that leaders need to keep in mind when choosing the right technology. After reading the chapter and this article, I can see how standard 7 will not work without 8. I see how it is key in the educational setting for leaders and their colleagues to work together to make informed decisions and not jump on the first thing that is out in front of them.
Lifelong Learning Skills:
All that I have learned about in this chapter and will continue learning, in my career, will be very beneficial to me as a leader and a colleague. Communication is very key when making decisions about technology and its implementation and importance. I understand how technology is changing everyday and how it will be key to keep myself informed and continually research, learn and ask questions about new advances in classroom technology.
References: Lemke, C. & Caughlin, E. (1998), Technology in American Schools: 7 Demensions for Gauging Process, A Policymaker's Guide Prensky, M. (Sept./Oct. 2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5) , 1-6. Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
Chapter 8 discusses standard number 8, Leadership and Vision. In this chapter they discuss how we as technology leaders need to manage technical responsibilities and projects (Williamson & Redish, 2009). In order to make our visions realities we need to lead others in creating a research based vision and develop a strategic long range plan to accomplish that vision. One thing about this chapter that stuck out is that standard 7 is incomplete if you don't have standard 8. Being able to perform standard 7 is incomplete without focusing on the ability of technologists. As technology leaders and leaders we need to be sure that we inspire our people to create, establish, and accomplish common goals. Communicating research and principles for implementing technology is an important skill for a technology leader, one that must be done with finesse and a general understanding of how digital immigrants (Prensky, Sept. /Oct. 2001) think about venturing into the unknown with technology. Some of the technology vision challenges are that sometimes it is hard for stakeholders to imagine how technology can support educational goals. This makes the facilitators job a little harder. They must re-focus direction and provide data rich and research based proof for those who are resistant to the educational transformation. Facilitators and leaders must provide models to those stakeholders, and immerse them into technology rich environments. Leaders and facilitators should create a Long Term Technology Plan that includes a vision for the future of technology use and be focused on student learning, a description of what should be done for this implementation, and an action plan that includes goals and strategies. Finally, an evaluation plan should be enclosed as well. Exemplary technology plans should be focused on student learning. They should be grounded in research, aligned to content and strategies, comprehensive, simple and clear. They should be useful and achievable, measureable and logical. This is how any plan should be thought out. It would be a waste of time for a technology plan to not be thought out and have no purpose. Teachers and students would not learn or utilize it properly.
Learn as Learner:
In reading this chapter and exploring the resources I found that according to Lemke and Coughlin, 1998, there are certain questions that a leader must ask themselves in the 4 system capacity of vision, leadership and planning, ensuring capacity, and system thinking. This is one of the 7 dimensions of an educator’s progress. Many questions that are discussed in this 4 system capacity are the ones that leaders need to keep in mind when choosing the right technology. After reading the chapter and this article, I can see how standard 7 will not work without 8. I see how it is key in the educational setting for leaders and their colleagues to work together to make informed decisions and not jump on the first thing that is out in front of them.
Lifelong Learning Skills:
All that I have learned about in this chapter and will continue learning, in my career, will be very beneficial to me as a leader and a colleague. Communication is very key when making decisions about technology and its implementation and importance. I understand how technology is changing everyday and how it will be key to keep myself informed and continually research, learn and ask questions about new advances in classroom technology.
References:
Lemke, C. & Caughlin, E. (1998), Technology in American Schools: 7 Demensions for Gauging Process, A Policymaker's Guide
Prensky, M. (Sept./Oct. 2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5) , 1-6.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.